The Power of Mindsets: Strategies for Nurturing Resilience in At-Risk Youth

Two key concepts: mindsets and resilience Mindsets: A very brief history of this concept in therapeutic endeavors Mindsets: The assumptions and expectations we have for ourselves and others that guide our behavior

Two key concepts: mindsets and resilience Resilience: Two shifts in perspective Broadening the concept of resilience from applying solely to youth experiencing great adversity to all youth Moving from a belief in special, inborn qualities to “ordinary magic”

Dr. George Bonnano “What is perhaps most intriguing about resilience is not how prevalent it is; rather, it is that we are consistently surprised by it. I have to admit that sometimes even I am amazed by how resilient humans are, and I have been working with loss and trauma survivors for years.”

Dr. Ann Masten “Resilience does not come from rare and special qualities; but from the everyday magic of ordinary, normative resources in the minds, brains, and bodies of children; in their families and relationships; and in their communities. The conclusion that resilience emerges from ordinary processes offers a far more optimistic outlook for action than the idea that rare and extraordinary processes are involved.”

Several important roots of my interest in resilience My work with youth and families in the inner city of Boston My position as principal of a school in a locked door unit of a psychiatric hospital The sudden death of my brother and a changing understanding of the reaction of my parents

Mindsets and resilience Two key questions to consider about mindsets and resilience: What are the major characteristics of the mindset of adults who are skilled in nurturing hope and resilience in children? What are the characteristics of a “resilient mindset” and what are the strategies we can apply to develop this mindset in at-risk youth?

Features of an adult’s positive mindset To believe in the capacity of at-risk youth to overcome adversity and become more hopeful and resilient: To believe we can serve as a “charismatic adult” “I want to be a charismatic adult. What do I do?”

Features of an adult’s positive mindset To believe that if the strategies we are using with at-risk youth are not effective then we must ask, “What is it that we can do differently to help the situation?” rather than continue to wait for the child or adolescent to change first: This should not be seen as blaming but rather as empowering ourselves

Features of an adult’s positive mindset To appreciate the importance of empathy and empathic communication in our interaction with children Exercises I use to promote empathy

Features of an adult’s positive mindset Empathic communication: Two important questions to consider In anything I say or do what do I hope to accomplish? Am I saying or doing it in a way in which the youngster will be more receptive to cooperating and working with me?

Features of an adult’s positive mindset To understand the main characteristics of the mindset of resilient youth so that we can have guideposts for reinforcing this mindset in our interactions with at-risk children and adolescents: Let’s look at several of the main features of this mindset, all of which are interrelated and all of which can direct our therapeutic endeavors

A resilient mindset in children: Characteristics and strategies to nurture it To believe that others are available to help; we must create a sense of belonging even as some children attempt to provoke or push us away To believe that one can solve problems, which promotes a sense of autonomy, ownership, and “personal control ”

A resilient mindset in children: Characteristics and strategies to nurture it To recognize and apply one’s strengths or “islands of competence” without denying one’s problems To believe that one is making a positive difference in the lives of others: To engage in “contributory activities”

A resilient mindset in children: Characteristics and strategies to nurture it To believe that mistakes are not only expected but also accepted; mistakes and setbacks are experiences from which to learn rather then feel defeated To experience self-discipline; in applying disciplinary techniques adults must avoid intimidation and humiliation and overcome what has been called a “praise deficit”